Wood, Gaynor

Wood, Gaynor

Unique reference number (URN): 119009 Address: 13 Kimmeridge, Crown Wood, Bracknell, Berkshire, RG12 0UD Type: Childminder Registered with Ofsted: 15/10/1990 Registers: EYR, CCR, VCR Registered person: Wood, Gaynor

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children, regardless of their background, age or ability, are securely developing the knowledge and skills they need for their next stage in education. For instance, they demonstrate a genuine love for books and songs, regularly retelling familiar stories and singing confidently to themselves. Older children recall phrases they have previously learned and practise rhyming words introduced by the childminder. For example, as they build a helicopter using construction toys, they proudly say, 'It's flying high in the sky'. Children confidently count small quantities with growing confidence and accuracy, supported well by the childminder. They apply mathematical language to describe size and comparison, and comment on how smaller construction bricks are better placed on each finger while longer ones fit on their thumbs.

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Achievement Strong standard

Children's recall of previously taught concepts is impressive and they readily apply this knowledge in new situations. For example, they sing a verse from a familiar song about their forefinger, naming it 'Peter Pointer'. Children demonstrate well-developed social skills as they learn to share and take turns, supported competently by the childminder's consistent praise and positive reinforcement. They remain deeply engaged in their play for extended periods, showing high levels of concentration and perseverance. Older children confidently articulate their thoughts and ideas as they test and refine them, such as when constructing a tall tower with a strong base to prevent it from toppling.

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Behaviour, attitudes and establishing routines Strong standard

Children flourish in a calm, respectful learning environment that positively supports their development and wellbeing. The childminder has high expectations and establishes clear rules and boundaries, which are securely embedded through well-established routines that all children understand. For example, older children competently tidy away their toys and wash their hands before meal times, which sets a good example to the youngest children, who actively join in. Children are supported to assess and manage risks effectively, such as when they place a box of toys under the table to reduce the risk of tripping, without prompting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forges warm, trusting relationships with children, who clearly value her involvement in their play. Children are eager to share what they remember, as the responsive childminder praises their impressive memories. This reinforces their confidence immensely. The childminder and children regularly laugh and share moments of genuine warmth and closeness, creating a strong sense of belonging and emotional security.

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Behaviour, attitudes and establishing routines Strong standard

Children understand the importance of treating others with respect and looking after their toys and resources. The childminder proactively creates opportunities for children to collaborate and practise sharing and taking turns. She also demonstrates a clear understanding of the importance of regular attendance and punctuality and has robust procedures in place to follow up promptly should a child not attend.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is given highest priority. The highly responsive childminder establishes secure and nurturing relationships with children from the outset. She gathers detailed information from parents about children's home routines, preferences and individual needs. This ensures that children's care is precisely tailored and consistently followed, helping them to feel safe, secure and comfortable in the childminder's home.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to see tasks through to completion. This helps children cope with minor setbacks in their play and demonstrate resilience and perseverance. For example, they remain motivated when they cannot immediately find a particular item they need in the toy box, confidently continuing their search as their friends offer to help them.

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Children's welfare and wellbeing Strong standard

Children are taught the importance of adopting healthy lifestyles. For instance, the childminder shows them how to wipe their noses using tissues and wash their hands thoroughly with soap. Older children confidently share that they are 'washing away the germs' and act as positive role models for younger children, who quickly follow suit. The childminder ensures children's safety at all times, including during meals and sleep routines. She provides daily opportunities for children to be physically active in the fresh air, such as climbing, jumping and running in the childminder's garden and local parks. Children are consistently encouraged to think about their own safety, for example, by clearing a safe pathway before manoeuvring ride-on wheeled toys.

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Curriculum and teaching Strong standard

The childminder competently plans and implements a well-sequenced, exciting curriculum across all areas of learning. Her clear, step-by-step approach successfully meets the learning and developmental needs of all children, including those who may be at risk of falling behind. The childminder has a secure understanding of child development and regularly assesses children's knowledge and skills as they play. She uses this information skilfully to weave meaningful learning opportunities naturally into everyday experiences. In particular, the childminder demonstrates effective expertise in promoting children's early mathematical development. She confidently teaches concepts, such as counting objects correctly and applying mathematical language to describe size, shape and volume.

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Curriculum and teaching Strong standard

The childminder places a high priority on developing children's communication and language skills. She provides spontaneous, high-quality interactions to, for example, support children's pronunciation and introduces rich vocabulary in meaningful contexts. For instance, the childminder introduces words, such as 'rotor blades' and 'pilot' when children hear a real helicopter and want to build one. She also encourages children to distinguish between different environmental sounds on their walks, effectively supporting the foundations for early reading. The childminder makes excellent use of local playgrounds and woodland areas to promote children's physical stamina and coordination. Children draw confidently on real-life experiences in their play, such as role-playing shopping scenarios and using equipment and pretend coins to buy fruits and vegetables.

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Inclusion Strong standard

The childminder carefully evaluates children's assessments and her observations of them at play to develop a precise understanding of their learning and development. She swiftly notices when children experience developmental delays and provides timely support to help them achieve their full potential. The childminder places the highest priority on all children's communication and language, physical development and personal, social and emotional development. She recognises the crucial role these curriculum areas play in supporting life- long learning. The childminder is highly skilled at introducing a rich and varied vocabulary that is well matched to children's age and stage of development. Alongside this, she successfully encourages children to play independently and do tasks for themselves. She also provides frequent and meaningful opportunities for children to strengthen their large and small muscles, such as using brushes dipped in water to make controlled marks on the

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Inclusion Strong standard

The childminder has a detailed understanding of how young children learn. She uses this knowledge to adapt her teaching to meet the diverse needs of all children in her care. For example, she implements effective strategies to support those at risk of speech delay, particularly in helping them to pronounce words clearly to express their wants and needs. The childminder engages in professional development to ensure her knowledge remains current and reflective of best practice. She uses this expertise to work closely in partnership with parents and when it is appropriate, to seek timely support from external professionals to ensure children receive the help they need.

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Leadership and governance Strong standard

The childminder is highly organised, experienced and professional. She demonstrates a relentless commitment to providing a consistently high quality care and education for children and their families. The childminder actively seeks to enhance her already effective practice by keeping up to date with current early years research and guidance. For instance, she is completing an early years training programme that is cementing her knowledge, and giving her fresh and innovative ideas to implement in her setting. The childminder makes effective use of professional networks, including working closely with other childcare providers and settings that children also attend. This, alongside her successful partnerships with parents, supports effective collaborative working and ensures children's outcomes continue to improve, including those who may face barriers to their learning.

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Leadership and governance Strong standard

The childminder ensures parents are fully informed of their children's learning and care. She shares information regularly through daily diaries, photographs and meaningful two-way conversations. The childminder actively seeks parents views and responds swiftly to feedback, using this to enhance children's experiences with her. Parents are highly appreciative of the childminder's personalised approach and value the rapid progress their children make, which prepares them well for the next stage in education.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in the care of this experienced and highly committed childminder. They build warm and affectionate bonds with the childminder, who is responsive to their care needs. In this way, children show a real sense of belonging, as they confidently move around the stimulating learning environment, engaging in a wide range of thoughtfully planned activities that build on their natural curiosity and enthusiasm for learning. The childminder skilfully identifies and makes the most of teachable moments, enabling children to develop a wonderful sense of awe and wonder. For example, children jump with excitement when they

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About this setting

Unique reference number (URN): 119009 spot a robin that regularly visits the garden. The childminder encourages them to recall other birds they have previously seen on their walks, and they confidently remember names, such as 'pigeon' and 'magpie'. The childminder extends children's learning further by supporting them to compare different types of birds, discussing similarities and differences. This approach has a highly positive impact, as children develop their thinking skills as they readily connect their prior learning with new ideas and deepen their understanding of the world around them.

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About this setting

Even the youngest children sustain focus for extended periods during their self-chosen play, consolidating their learning and developing a genuine drive for even more learning. They demonstrate high levels of perseverance and take pride in their achievements. For instance, older children balance single toy bricks on each finger and create a rhythmic sound, which naturally leads them to sing their favourite song in time with the beat. All children make excellent progress and rapidly develop the knowledge and skills they need to move confidently on to school or pre-school.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

13 Kimmeridge Crown Wood Bracknell Berkshire RG12 0UD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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